Do Perceptions of School Climate Improve in High School for Students with Disabilities?

Autor/inn/en	Gwozdzik, Spenser; Stiefel, Leanna
Titel	Do Perceptions of School Climate Improve in High School for Students with Disabilities?
Quelle	In: American Educational Research Journal, 60 (2023) 4, S.667-695 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312231169243
Schlagwörter	Students with Disabilities; Educational Environment; Student Attitudes; Middle School Students; High School Students; Institutional Characteristics; Student Adjustment; Grade 7; Grade 8; Grade 10; Grade 9; Learner Engagement; School Safety; Interpersonal Relationship; Student School Relationship; Urban Schools; New York (New York) + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Adjustment; Adaptation; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schüler-Lehrer-Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Positive perceptions of school climate correlate with many dimensions of academic well-being and student health. Unfortunately, some existing research finds more favorable perceptions in middle school for general education students (GENs) than for students with disabilities (SWDs). Given the importance of ninth grade to student success, it is important to know if perceptions improve when students go to high school, if they improve more for GENs than SWDs, and if they are mediated by school characteristics. Our analysis of rich student-level longitudinal data suggests that students perceive improvements in school climate when they transition to high school, school characteristics do mediate perceptions, and perceptions of GENs improve more (or decline less) than those of SWDs, resulting in gaps favoring GENs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01